Available online at :  http://journal.unj.ac.id/unj/index.php/gjik 

Gladi : Jurnal Ilmu Keolahragaan 12 (04) 2021, 303-313 

Permalink/DOI:  https://doi.org/10.21009/GJIK.124.09 
 

LEARNING MODEL THROWS CATCH IN ELEMENTARY SCHOOL 

CHILDREN OF LOWER GRADE AGE 
 

 

Putra Arya Dinata1, Widiastuti1, Hernawan1 

 
1 Pendidikan Olahraga Universitas Negeri Jakarta Komplek Universitas Negeri Jakarta, Jalan Rawamangun Muka, 

Jakarta Timur, Indonesia 13220 

Corresponding author. Email: putraaryadinata49@gmail.com 

ABSTRACT 

 

This study aims to produce a catch and catch learning model for elementary school students. This 

study used a research and development method by Borg and Gall by using 10 stages where the 

subjects in this study were elementary school students of lower-class age in the Kepahiang district. 

This study produced 21 Throw Catch Learning Models which are effective for improving the 

learning outcomes of catch and catch in elementary school students where this learning model has 

been validated first by a validation team consisting of one physical education teacher and two 

physical education teachers, based on the results of the small group test. and the results of the large 

group test of the learning model developed were declared valid and feasible to be used in catch-

catch learning. 

 

Keywords: Learning Model, Throw Catch, Lower Class Age. 

 

INTRODUCTION 

Physical education is an integral part 

of education where physical education is an 

educational process that is quite 

representative in preparing and developing 

full potential by balancing the development 

of knowledge and motor development, as 

stated by Samsudin in his book, Design and 

Curriculum for Physical Education, Sports 

and Health, Samsudin (2014) states that 

"Physical education is a learning process 

through physical activities designed to 

improve physical fitness, develop motor 

skills, knowledge and behavior of healthy 

and active living, sportsmanship and 

emotional intelligence" (samsudin, 2014: 

151). 

Another opinion from Saputra (2011) 

states that "physical education learning plays 

a role in improving the quality of students. 

The occurrence of positive changes in student 

behavior such as moving habits, maintaining 

fitness, discipline, respecting friends is one of 

achieving indicator learning outcomes 



Gladi Jurnal Ilmu Keolahragaan, 12 (04), September - 304 

Putra Arya Dinata, Widiastuti, Hernawan 

through physical education (Saputra, 2011: 

474). 

Physical education is expected to be 

able to facilitate the movement needs of 

students as the basis for developing 

psychomotor aspects which are very useful 

for growth and development. For example, 

the basic movement learning process in 

physical education aims to develop the 

quality and quantity of movement in students 

so that students are able to move optimally, 

such as walking, running, jumping and other 

motion activities that are often done in daily 

life. 

Gallahue (1996) in Deli, Bakle, & 

Zachopoulou (2006) states that “During the 

early years, children spend much time 

interacting with their environment through 

movement activities such as crawling, 

walking, and jumping. This developmental 

period is critical if the child is to master the 

gross motor skills. Skillful movers are those 

who perform fundamental motor skills 

(stability, locomotor, manipulative) or 

specialized motor skills with control, 

efficiency, and coordination” (Deli, Bakle, & 

Zachopoulou, 2006: 6). 

Remembering how importance 

physical education as a needs in growth and 

motor development in children from the age 

of growth, physical education learning must 

be able to adapt to the needs and psychology 

of students in the learning development 

process. 

Throw-and-catch learning model is a 

manipulative motion that involves control 

over an object where there are two 

classifications of skills from manipulative 

motion, that is receptive and propulsive, 

receptive skills are receiving an object such 

as catching and propulsive skills have the 

characteristics of exerting force or force on 

an object, such as hitting, throwing, bouncing 

and kicking. 

Manipulative skills are the basics of 

various game skills, movements that require 

energy such as throwing, hitting, kicking and 

receiving objects, such as catching are 

important skills that can be taught using 

various types of balls or by using other 

assistive devices.  

In the implementation of the learning 

process, a physical education teacher should 

be able to mastering learning content well, 

Heidorn, (2015) states that the teacher of 

physical education and the coach of children 

and youth sport teams need to have a 

reasonable mastery of the sport activities 

they will teach to their students and players 

— that is their content knowledge” ( Heidorn, 

2015 : 3) 



Gladi Jurnal Ilmu Keolahragaan, 12 (04), September - 305 

Putra Arya Dinata, Widiastuti, Hernawan 

Based on the facts in the field, 

researchers made observations, it was found 

that the low basic movement ability of 

throwing and catching this was because there 

were still many students who were not 

optimal in carrying out movements, lack of 

creativity and teacher innovation in 

developing throwing and catching motion 

learning so that learning seemed monotonous 

and boring, so that students are less active in 

learning and result in learning objectives not 

being achieved. 

Researchers conducted research by 

making a learning model of throwing and 

catching for lower grade elementary school 

children with the hope of providing a 

stimulus that can stimulate student activity to 

learn so that the learning process makes 

children entertained, motivated and the 

learning objectives of throwing and catching 

are achieved properly. 

Basic movement has an important 

role in learning physical education in schools, 

as stated by BNSP (2006) in Hanief and 

Sugito (2015) stating that "one of the goals of 

implementing physical education, sports and 

health in elementary schools is to improve 

movement abilities and skills. basis.” (Hanief 

& Sugito, 2015:61). 

Basic movement skills or often 

known as fundamental motor skills are a 

foundation for special skills that are used for 

various activities of daily life, especially for 

children. We can see this from various 

activities such as playing, sports, social 

interaction, and so on, which usually each 

activity has special characteristics of 

movement skills. 

Williams H. Edwards (2011) states 

that "Fundamental motor skills such as 

walking, running, leaping, jumping, 

throwing, balancing, and climbing are groos 

motor skills". (Williams H. Edward, 

2011:56). 

Basic movement skills are not only 

the foundation of movement skills but also 

affect the growth and development of 

children and children's interactions in 

accordance with their environment. 

Then Cain C. and T. Clark (2016) 

stated that "Fundamental movement skills are 

considered the basic building blocks for 

movement and provide the foundation for 

specialized and sport-specific movement 

skills required for participation in a variety of 

physical activities". Fundamentals are 

considered to be the building blocks for 

movement and provide the basis for the 

specific movement skills and sports required 

to participate in various physical activities 

(Cain C. T. Clark,  2016 : 261). 



Gladi Jurnal Ilmu Keolahragaan, 12 (04), September - 306 

Putra Arya Dinata, Widiastuti, Hernawan 

Basic movement skills include 

manipulative motion or object control, 

locomotor movement skills characterized by 

body movement, and balance or stability as 

part of making special skills according to 

needs, such as sports activities and play 

activities. 

Hand (2012) states that: Fundamental 

movement skills, usually referred to as FMS, 

are basic building block or precursor patterns 

or the more specialized, complex skills used 

in organized and non-organized games, 

sports, and recreational activities. They may 

be categorized as body management (such as 

balance, roll, climb), locomotor (such as run, 

jump, hop, swim) and object control (such as 

catch, kick, throw, strike) skills to facilitate 

evaluation and leson programming” . (Beth 

P. Hands, 2012:11). 

There are several things that must be 

known about basic movement skills which 

are more broadly to make human life 

healthier and better in the present and in the 

future. Besides, if children have good 

movement skills it will be very useful for 

children in achieving a healthy life. better, in 

terms of health and achievement in the future. 

The following is a picture of the development 

of basic movement skills. 

 

 

 

 

 

 

 

 

 

Figure 1. Long-Term Atlet Development 

Colin Higgs dkk, Developing Physical 

Literacy A guide for parents of children age 

0 to 12 (Canada: Canadian Sport Center, 

2015) 

 

Learning is an interaction in the 

educational process between students, 

teachers, and the surrounding environment, 

Setiawan and Triyanto (2014) stated that 

"Learning can involve two parties, namely 

students as learners and teachers as 

facilitators" (Setiawan & Triyanto, 2014:40). 

The same thing was also conveyed by 

Cepi Riyana in Setiawan and Triyanto (2014) 

stating that learning is a learning process 

where in this process a reciprocal relationship 

occurs, namely providing and obtaining 

knowledge between teachers and (Setiawan 

and Triyanto, 2014). 

Good and correct learning is how an 

educator is able to create a comfortable, 

conducive learning atmosphere, attract 

students' attention and be able to meet the 

needs of students in the learning process. 

In physical education in creating a 

learning atmosphere, the thing that can be 

done by a teacher is to innovate in the 



Gladi Jurnal Ilmu Keolahragaan, 12 (04), September - 307 

Putra Arya Dinata, Widiastuti, Hernawan 

learning model. learning model can be 

interpreted as a plan in preparing learning 

strategies that aim to create an active, 

appropriate learning atmosphere, and able to 

meet the needs and tasks of students both 

theoretically and practically. 

Schmidt in Munasih (2016) states that 

learning motion is a learning process related 

to training or experience that will cause 

relatively permanent changes in an 

individual's ability. Movement learning has a 

very important role in physical education 

where this learning will involve the 

psychomotor domain in an effort to achieve 

the goals: (1) Developing body movement 

skills; (2) Mastering the movement patterns 

of sports skills; (3) Expressing patterns of 

good personal and interpersonal behavior in 

competitions and dances. 

Then Awi Muhadi Wijaya in 

Rismayanthi (2013) states that childhood is a 

very ideal period for children to learn motor 

skills for the following reasons: (1) The 

child's body is very flexible than the body of 

adults so this is very helpful for children in 

learning motor skills, (2) Children are still 

not much in learning motor skills so that 

things will not clash with what has been 

learned previously and children will find it 

easier to learn motor skills. (3) Overall, at this 

time children are more daring to try than after 

they grow up because children are very 

curious about new things so that this will lead 

to motivation for children to learn. (4) 

Children like repetition, so they will be 

willing to do repetition until they are trained 

effectively, (5) Children at this time have 

more time to learn motor skills (Rismayanthi, 

2013:66). 

Throw-and-catch learning which is a 

manipulative motion is given to students in 

an effort to form the basic motion foundation 

of physical education learning. 

With regard to motor learning, it 

should be very appropriate if it is started 

when the child begins to actively move, 

because the effects of motor learning will be 

felt for the growth and development of the 

child as a whole, one of which is for the 

child's physical and motor development. 

Fikriyanti in Hidayat (2013) states 

that motor skills have a very close 

relationship with the development of body 

movement control, this is formed through 

coordinated motor activities between the 

nervous system, muscles, brain, and spinal 

cord (Hidayanti, 2013:196). 

Throwing and catching are basic 

manipulative movements where this 

manipulative motion is a motor skill 

movement that involves mastery of objects 

outside the body by the body or body parts. 



Gladi Jurnal Ilmu Keolahragaan, 12 (04), September - 308 

Putra Arya Dinata, Widiastuti, Hernawan 

Hanief and Sugito (2015) stated that 

"Throwing is a manipulative motion to keep 

objects away from the body by using one or 

two hands. 

Throwing is a basic skill possessed by 

every sport in general, such as softball. 

Rihatno & Djumidar (2015) stated 

that throwing is an important basis in softball 

games because every right and hard throw is 

a good weapon in guarding or fielding. 

(Rihatno & Djumidar 2015:34). 

Given that throwing is a very 

important basic skill in the implementation of 

motion in sports, throwing must also be done 

correctly, the good and bad of the throw that 

is made is also influenced by the way you 

hold the ball. 

Throwing is divided into two parts as 

stated Fitriani (2016) stating that "on the 

basis of the high and low of the ball bounce, 

the throw is divided into two, namely: 

Throwing the ball soaring high, used for 

long-distance passes. Flat ball throws are 

useful for short-range passes and shooting the 

ball towards the opponent's body "(Fitriani, 

2016:4). 

Catching is also a part of 

manipulative motion where this catch 

movement in the game is generally done to 

stop the ball or object being thrown. 

Gallahue and Ozmun in Widiastuti 

(2016) states that catching is stopping an 

object either from below or from above 

where this catching movement uses the hands 

to reduce pressure or force that comes from 

below or from above one's head. (Widiastuti, 

2016:171). 

Catching is another basic skill apart 

from throwing which is used in softball, 

Rihatno & Djumidar (2015) state that 

catching the ball is an effort made by players 

to be able to master the ball thrown by using 

a glove, catching the ball is divided into three 

types, namely catching the ball straight, catch 

the ball, and catch the ground ball. (Rihatno 

& Djumidar, 2015). 

Elementary school is the right place 

to develop children's movement abilities, the 

same thing was also conveyed by Rachnat 

Dody Ariesna and Kusumawati (2018) 

stating that "Elementary school (SD) 

students' physical development is a period of 

very rapid physical growth, which can clearly 

be seen in the growth of elementary school 

students. motor skills, very striking muscle 

coordination”. (Dody Ariesna & 

Kusumawati, 2018) 

Mustaqim (2016) states that 

"Elementary School is one of the facilities 

that can facilitate in training and processing 

children's movements so that children can 



Gladi Jurnal Ilmu Keolahragaan, 12 (04), September - 309 

Putra Arya Dinata, Widiastuti, Hernawan 

have good movement skills and subsequently 

can have a good level of physical fitness" 

(Mustaqim, 2016:40). 

Based on what Mustaqim and 

Rachmat have said, elementary school is the 

right place for children to develop themselves 

because in elementary school children will be 

given learning materials related to training 

the movement abilities of children. 

The process of maturity in children 

can be formed from routines that are often 

carried out repeatedly so that it becomes a 

habit pattern for children where in the 

formation process this is carried out 

gradually and adjusted to the age conditions 

of the child. 

Kurnia in Rima Trianingsih (2016) 

stated that "Elementary school age children 

are children who are in the age range of 6 to 

13 years with unique characteristics and are 

currently studying at the SD/MI level". 

(Trianingsih , 2016:199). 

Apart from that, there are several 

views regarding the condition of elementary 

school-aged children as stated by 

Soeparwant, Sohhibin, Dwijananti, (2009) 

stating that "Educators give names to 

children aged 7-10 years with the name 

"Critical period in the drive for achievement" 

. Achievement behavior at this time has a 

very high correlation with achievement 

behavior in adulthood” (A. SohhibinP, P. 

Dwijananti, 2009:97). 

Awi Muhadi Wijaya in Rismayanthi 

(2013) states that childhood is an ideal period 

for children to learn motor skills for the 

following reasons: (1) The child's body is 

very flexible than the body of an adult so that 

this is very helpful for children in learning 

abilities. motor skills, (2) Children still do not 

learn much motor skills so that things do not 

clash with what has been learned previously 

and children become easier in learning motor 

skills. (3) Overall, at this time children are 

more daring to try than after they grow up 

because children are very curious about new 

things so that this will lead to motivation for 

children to learn. (4) Children like repetition, 

so they will be willing to do repetition until 

they are trained effectively, (5) Children at 

this time have more time to learn motor skills 

(Rismayanthi, 2013: 66) 

A more specific view on the growth 

of elementary school children is conveyed by 

Rithaudin (2011) stating that there are three 

characteristics that stand out in children aged 

6-10 years, the characteristics of movement 

and physical growth where children 

experience a slow growth pattern with an 

increase that occurs in this period not will be 

better than the previous period then the 

proportions of the body will begin to elongate 



Gladi Jurnal Ilmu Keolahragaan, 12 (04), September - 310 

Putra Arya Dinata, Widiastuti, Hernawan 

with the increase in height and weight, large 

muscles will be more dominant than small 

muscles in this growth phase there will be a 

difference in growth between girls and boys 

where the growth of girls is faster until 

approaching the puberty phase then the 

child's eye-hand and eye-foot coordination is 

not so good and at this time the child begins 

to be able to master basic movements that are 

relatively complex or difficult, especially at 

the end of the phase, the two characteristics 

of cognitive growth where at this time the 

child has a high curiosity big and they prefer 

to study with children who are more mature 

but still need assistance in decision making, 

children will prefer to learn something they 

really like, they will start imagining but are 

still unable to describe things clearly, the 

three characteristics of affective growth 

affective growth where in At this time 

children have a high interest in doing 

activities but will be greatly influenced by 

motivation then children have a high ego, 

aggressive and critical in dealing with certain 

situations then they will be very responsive to 

the punishment given if they are wrong. 

(Rithaudin, 2011) 

Rithaudin's opinion regarding the 

characteristics of movement growth in 

elementary school children is reinforced by 

what Mudayat in Bustanol Arifin (2019) 

states that there are three periods of basic 

movement development for elementary 

school children, the first is the basic 

movement development phase that occurs at 

the age of 2-7 years after that the child will 

enter a transition phase at the age of 7-10 

years and the third is the specification phase 

for children aged 10-13. (Arifin, 2019) 

METHOD 

 The research method in the study of 

the throw-and-catch learning model for lower 

grade elementary school children uses 

Research and Development (Research and 

Development) from Borg and Gall. This 

research and development consists of ten 

steps, including: 

(1) Research and information 

collecting (2) Planning (3) Development of 

the preliminary form of product (4) 

Preliminary field testing (5) Main product 

revision (Main field test (7) Operational 

product revision (8) Operational field testing 

(9) Final product (10) Dissemination and 

implementation. 

The research steps are as follows: 

(1) Conducting preliminary studies or 

research and gathering information (library 

review, subject observation, and preparation 

for making the subject matter), (2) Making 



Gladi Jurnal Ilmu Keolahragaan, 12 (04), September - 311 

Putra Arya Dinata, Widiastuti, Hernawan 

and carrying out a plan (definition of basic 

locomotor movements, formulation of 

learning objectives, determination of tests, 

expert tests, and small-scale trials), (3) 

Develop initial product development 

(preparation of materials, preparation of 

teaching materials/books, videos and 

evaluation tools), (4) Conduct early-stage 

field trials or small groups. (5) Revise the 

product based on the results of the initial field 

trial (after input and advice from experts), (6) 

Conduct the main field test or large group 

trial, (7) Revise the operational product (after 

there is input and feedback). advice from 

experts), (8) Conduct main product tests, (9) 

Revise the final product based on suggestions 

and results of field trials, (10) Make reports 

on products in the form of journals and 

collaborate with publishers to carry out 

commercial distribution. 

RESULTS AND DISCUSSION 

The results of the preliminary study or field 

findings are then described and analyzed with 

reference to the objectives of the preliminary 

study. The following will describe the results 

of the needs analysis and field findings 

obtained by researchers. 

 

First Stage Results/Small Group Trial 

In small group trials, data will be 

obtained about the ease of the throw-and-

catch learning model for elementary school 

students. The results of the observational data 

collected by the researcher can be seen that: 

(1) The throwing and catching learning 

materials are used every semester, (2) the 

throwing and catching materials are less 

varied so that students do not focus and get 

bored quickly. (3) It is necessary to develop a 

throw-and-catch learning model. 

The trial subjects in the small group 

trial were carried out at the State Elementary 

School 02 with a total of 15 subjects. After 

carrying out the data collection stage and 

drafting a throwing-catch learning model, the 

next step is to conduct an expert test where 

the goal to be achieved is to obtain the 

feasibility or validity of the model made with 

direct assessment from experts. Based on the 

expert test conducted, it can be concluded 

that the variation of the throwing and catch 

learning model for elementary school 

students is feasible and can be used in 

learning. 

The expert test carried out contained 

several constructive suggestions to improve 

the elementary school age balance model, 

including: (1) The use of media/tools must 

prioritize the safety and security of students; 

(2) the use of media/tools used is suitable for 



Gladi Jurnal Ilmu Keolahragaan, 12 (04), September - 312 

Putra Arya Dinata, Widiastuti, Hernawan 

elementary school students (3) the media 

tools used must be colored; (4) 

Implementation instructions must be made 

clearly so that they are easy to understand. 

Based on the evaluation of small 

group trials conducted by researchers, it can 

be concluded that basically all learning 

models can be applied but must be interesting 

and adapted to the child's abilities. 

 

Results of the second stage/Large group 

trial 

The next step after the model underwent a 

phase II revision from experts, it was 

continued by testing the product to a large 

group using research subjects as many as 100 

elementary school students consisting of 3 

elementary schools, SDN 08 and SDN 04 

Seberang Musi District, SDN 06 Kepahiang. 

Kepahiang District. 

There is a comparison of numbers 

which shows that the results of the initial test 

and the final test have developed, from the 

initial test or pre test before the treatment of 

throwing and catching learning models with 

a score of 285.73 was given treatment in the 

form of a developed learning model and then 

a final test was held. or post test to determine 

the effectiveness of the developed model and 

data obtained amounted to 299.33. In the 

significant difference test with SPSS 16, the 

mean -13.600 showed the difference between 

the results of the pre-test and the results of the 

post-test, the results of t-count = 13,377 df = 

29 and p-value = 0.00 < 0.05 which means 

there is a significant difference between 

before and after being given the treatment of 

the throw-and-catch learning model to lower 

grade elementary school age children. 

For more details, see the table below: 

Table 1. Results of Pre-test and Post-Test 

 

Based on the histogram diagram data, the 

comparison of the results of the Pretest and 

Posttest of throwing and catching skills 

which has a significant comparison between 

the Pretest and Posttest, it can be concluded 

that the Throwing and Catching Learning 

Model for Elementary School Students can 

effectively improve students' abilities in 

throwing and catching activities. 

The results of the second phase of the trial 

using this model were found to be effective 

for catching and throwing lessons for 

elementary school students. 

After reviewing some of the 

weaknesses that need improvement, some of 



Gladi Jurnal Ilmu Keolahragaan, 12 (04), September - 313 

Putra Arya Dinata, Widiastuti, Hernawan 

the advantages of this product can be 

conveyed, including Increasing students' 

courage and ability with balls, students 

becoming more active, and enthusiastic in 

learning throw catch, throwing and catching 

learning models for elementary school 

students are effective and efficient, As a 

reference for teaching materials for teachers. 

This development research has been 

maximally pursued in accordance with the 

abilities of the researcher but in this study, 

there are still some limitations that must be 

acknowledged. The limitations include the 

following: Field trials of this research would 

be even better if carried out on a wider scope, 

the products used were far from perfect, the 

explanations and regulations in the throwing 

and catching learning model were far from 

perfect. 

CONCLUSION 

Based on the data obtained, from the 

results of small group trials and field trials 

and discussion of research results, it can be 

concluded that: (1) Through the development 

of the throwing and catching learning model 

that has been developed by researchers, 

student learning outcomes can increase and 

the throwing and catch learning process 

becomes varied. and students are passionate 

about following the lesson. (2) the throw-

and-catch learning model, effective for 

improving the learning outcomes of throwing 

and catching for elementary school students. 

The development of this throwing and 

catching learning makes students more active 

in doing physical education learning and 

becomes effective and efficient. 

 

REFERENCES 

A. SohhibinP, P. Dwijananti, P. M. (2009). 

Penerapan Model Pembelajaran Inkuiri 

Terpimpin Untuk Peningkatan 

Pemahaman Dan Keterampilan Berpikir 

Kritis Siswa Sd. Jurnal Pendidikan 

Fisika Indonesia, 5, 96–101. 

https://doi.org/10.1063/1.4947087 

Aeni, A. N. (2016). Pendidikan Karakter 

Untuk Siswa Sd Dalam Perspektif 

Islam. Jurnal Publikasi Online Mimbar 

Sekolah Dasar, 1(1), 50–58. 

https://doi.org/10.17509/mimbar-

sd.v1i1.863 

Arifin, B. (2019). Pengembangan Gerak 

Dasar Renang Untuk Anak Sekolah 

Dasar. Jurnal Pemikiran Dan 

Pengembangan Sekolah Dasar 

(JP2SD), 1(1), 1. 

https://doi.org/10.22219/jp2sd.v1i1.152

3 

Burhaein, E. (2017). Aktivitas Fisik Olahraga 

untuk Pertumbuhan dan Perkembangan 

Siswa SD. Indonesian Journal of 

Primary Education, 1(1), 51–58. 

Retrieved from 

http://ejournal.upi.edu/index.php/IJPE/ 

D.Gall, M., P.Gall, J., & R.Borg, W. (2003). 

Educational-Research-An-

Introduction-7th-Edition. (Colophon, 

Ed.) (7th ed.). United States of America: 



Gladi Jurnal Ilmu Keolahragaan, 12 (04), September - 314 

Putra Arya Dinata, Widiastuti, Hernawan 

Allyn & Bacon. 

Deli, E., Bakle, I., & Zachopoulou, E. (2006). 

Implementing intervention movement 

programs for kindergarten children. 

Journal of Early Childhood Research. 

https://doi.org/10.1177/1476718X0605

9785 

Hanief, Y. N., & Sugito. (2015). Membentuk 

Gerak Dasar Pada Siswa Sekolah Dasar 

Melalui Permainan Tradisional. Jurnal 

SPORTIF : Jurnal Penelitian 

Pembelajaran, 1(1), 60–73. 

https://doi.org/https://doi.org/10.29407/

js_unpgri.v1i1.575 

Heidorn, B. (2015). Professional 

Development in Physical Education. 

Journal of Physical Education, 

Recreation & Dance, 86(1), 3–6. 

https://doi.org/10.1080/07303084.2015.

978677 

Kurniawan, M. I. (2016). Tri Pusat 

Pendidikan Sebagai Sarana Pendidikan 

Karakter Anak Sekolah Dasar. 

Pedagogia, 4(1), 41. 

https://doi.org/10.21070/pedagogia.v4i

1.71 

Rismayanthi, C. (2013). Mengembangkan 

Keterampilan Gerak Dasar Sebagai 

Stimulasi Motorik Bagi Anak Taman 

Kanak-Kanak Melalui Aktivitas 

Jasmani. Pendidikan Jasmani 

Indonesia, 9(1), 64–72. Surya, Y. F. 

(2017). Penggunaan Model 

Pembelajaran Pendidikan Karakter 

Abad 21\ pada Anak Usia Dini. 

JURNAL OBSESI Journal of Early 

Childhood Education, 1(1), 52–61. 

Rithaudin, A. (2011). Survei Model Aktivitas 

Pengembangan Keterampilan Gerak 

Dasar Di Sekolah Dasar Se-Kecamatan 

Pengasih Kulon Progo. JUrnal 

Pendidikan Jasmani Indonesia, 

8(April), 31–37. 

Trianingsih, R. (2016). Pengantar Praktik 

Mendidik Anak Usia Sekolah Dasar. Al 

Ibtida, 3(2), 197–211. 

https://doi.org/2442-5133 

Widiastuti, Nhirman Bagja Hamdallah, K. P. 

(2018). Model Pembelajaran Lempar 

Tangkap Untuk Siswa. Jurnal 

Pendidikan Dasar, 1(2), 166–176. 

https://doi.org/10.21009/JPD.CITATIO

NS 

William H. Edward (2010) Motor Learnibg 

and Control. USA: Cengage, INC